Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.

Authors

  • William Lake Georgia State University

DOI:

https://doi.org/10.52242/gatesol.82

Keywords:

sociolinguistics, teaching, inequality, gender, society, professional development

Abstract

Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.

Author Biography

William Lake, Georgia State University

After earning the GSU ESOL endorsement, William Michael Lake now enters the fourth year of doctoral studies in applied linguistics at GSU, where he also teaches Spanish and research writing. Through his dissertation, he will facilitate the process of writing expert-level humanities research articles for L2 and L1 English-users.

References

Downey, M. (2018, July 9). Opinion: DeVos plan jeopardizes English language learner programs. The Atlanta Journal Constitution, Retrieved from https://www.myajc.com.
Farrell, T. S. C. (2015). Encouraging critical reflection in a teacher education course: A Canadian case study. In T. S. C. Farrell (Ed.), International perspectives on English language teacher education: Innovations from the field (pp. 36–50). Basingstoke, England: Palgrave MacMillan.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Holmes, J. (2008). An introduction to sociolinguistics (3rd ed.). Harlow, England: Pearson Education.
Hornberger, N., & McKay, S. (2010). Sociolinguistics and language education (New perspectives on language and education). Bristol: Multilingual Matters.
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and teaching, 23(4), 387–405. Retrieved from https://www.tandfonline.com/doi/full/10.1080/13540602.2016.1211523.
Mantegna, S. (2014). The good news about English learners. GATESOL in Action, 2014(2). Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/21.
McKay, S., & Hornberger, N. (1996). Sociolinguistics and language teaching (The cambridge applied linguistics series). Cambridge, England: Cambridge University Press.
Montalvo Balbed, M., & McCormack Musetti, B. (2015). Unpacking capital: Promoting EL student success & learning to “Do school”. GATESOL in Action, 2015(1). Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/36.
Pendergrass, J. (2017). Cultivating Respectful Classroom Discourse in Trump's America. GATESOL In Action, 2017(1). Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/64.
Pettitt, N., Ekers, A., Campbell, C., & Gure, M. (2017). Critical service-learning in adult ESOL teacher preparation: Reflections from the field. GATESOL In Action, 2017(1). Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/56.
Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford: Oxford University Press.
Poindexter, A. L. (2016). All the different voices: A teacher’s journey to shifting paradigms in language variation and diversity. GATESOL In Action, 2016(1). Retrieved from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/43.

Downloads

Published

12/25/2018

How to Cite

Lake, W. (2018). Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp. GATESOL Journal, 28(1). https://doi.org/10.52242/gatesol.82

Issue

Section

Book Reviews